Measures of Student Growth - Region One ESC · 2019-04-01 · 1 TEA Student Growth Overview — January 2016. Measures of Student Growth. Overview . Beginning in the 2017-2018 school

1 TEA Student Growth Overview — January 2016

Measures of Student Growth Overview Beginning in the 2017-2018 school year, appraisal systems in Texas, whether the state-recommended system or a locally developed system, will need to include a measure of student growth at the individual teacher level. What is Student Growth? Student growth measures how much a student progresses academically during his or her time with a particular teacher. It takes into consideration a student’s entering skill level when measuring how much the student grew over time, and, as opposed to measuring student proficiency on an assessment, student growth isn’t concerned with whether or not a student passes a particular test or reaches a predetermined and uniform benchmark. It considers equally students who enter behind grade level, on grade level, and beyond grade level, tailoring growth expectations to each student’s context.

By measuring growth, a teacher develops a better understanding about the academic impact of his or her instructional choices. In a formative appraisal process like T-TESS, feedback derived from student growth acts as a complimentary piece to the feedback derived from the appraisal rubric. Whereas the rubric captures how the teacher’s practice impacts students holistically, student growth captures how the teacher’s practice impacts students academically.

How Should Student Growth Data Be Used? Student growth data should be used just as observation data and goal-setting and professional development data are used in T-TESS – as feedback that will help inform teachers about what worked, what didn’t work, and what they can do to improve their practice moving forward.

Student growth is one measure in a multiple-measure evaluation system, and the inclusion of student growth data in a formative evaluation process provides for a more complete understanding of the impact of instructional and professional practices teachers deploy over the course of a school year.

What Are the Four Options for Measuring Student Growth? Districts have four options for measuring student growth: 1) student learning objectives (SLOs); 2) portfolios; 3) district-level pre- and post-tests; and 4) value-add measures (VAM) for teachers in state-tested subjects.

Districts are free to choose any measure for their teachers – no single measure must be used for a particular grade or subject (e.g., VAM doesn’t have to be used for teachers of tested grades and subjects). Districts can also use different measures for different grades or subjects. For example, a


district could use SLOs for elementary generalists, but portfolios for secondary foreign language teachers.

Measures of Student Growth The four measures of student growth can generally be placed into two buckets.

• Process-based Student Growth Measures: SLOs and Portfolios • Assessment-based Student Growth Measures: District Pre- and Post-Tests and VAM

SLOs and Portfolios: The SLO and Portfolio processes follow very similar paths. They are designed to engage teachers in deliberate thinking as they answer fundamental questions about their instructional plans and decisions.

1. What are the foundational skills that I teach in this class? 2. Where do I think my students will be with these skills upon entering my course? 3. Where are my students actually with these skills upon entering my course? 4. Based on where my students are with these skills, if I provide effective instruction throughout

the course, where should these students be at the end of the course? With these growth targets set (in answering question 4), the teacher then monitors students’ progress throughout the course to ensure that the instructional plans for those students are effectively moving them toward their targeted skill level, making adjustments to pedagogy when necessary. In both SLOs and Portfolios, the teacher’s rating would come from both how well the teacher interacted with the process and how well students reached and/or exceeded growth targets. SLOs and Portfolios are not about precisely quantifying or calculating an amount of growth. They are designed to guide deliberate and thoughtful decision-making for teachers and determine the impact of their instruction. The benefits and challenges of SLOs and Portfolios lie in the depth with which they prompt strategic instruction and reflection. While this can be difficult and sometimes uncomfortable, it can also be extremely valuable in improving pedagogy. District Pre- and Post-Tests and VAM: District Pre- and Post-Tests and VAM are student growth measures that focus on assessments as the basis for determining students’ skill levels entering a course and exiting a course. They are designed to quantify growth at the individual student and/or teacher level. VAM uses standardized state assessments to determine whether or not a student progresses as much as expected based on the student’s unique profile based on his or her prior state assessment results. VAM results can be broken down into entering achievement levels (high, medium, and low), gender, socio-economic status, and other student subcategories. VAM can show teachers what types of students are


or aren’t progressing in their classes so that teachers can target professional development opportunities to improving instruction for those groups. Because VAM measures growth using state assessments, VAM can only be used for teachers in tested grades and subjects. Any district choosing to use VAM as a measure of student growth will need to use at least one other measure for the approximately 80% of teachers that can’t use VAM. District Pre- and Post-Tests, like VAM, use assessments to determine entering and exiting skill levels for students, but they are based on district-level assessments instead of state assessments. Districts would be free to decide whether to use district-created assessments or assessments secured from a third party. The level of formative feedback and data analysis available with District Pre- and Post-Tests would be dependent on how the district collects, disaggregates, and shares student results with teachers. District Pre- and Post-Tests and VAM allow for greater comparability across campuses – students are taking the same assessments and the interpretation of assessment results are generally objective and mathematical. The challenges with District Pre- and Post-Tests and VAM lie with the value of the feedback in improving instruction. Knowing how much a student or a group of students grew over time doesn’t necessarily indicate which actual instructional practices either lead to or hindered that growth. Training for Student Growth Measures SLOs and Portfolios TEA will have a one-day training for appraisers and support teams on SLOs and Portfolios for those districts that use these measures. The training will be provided through the regional education service centers (ESCs) and will be at no cost to the district for the 2017-2018 school year. District Pre- and Post-Test and VAM Although TEA will not have training for District Pre- and Post-Tests and Value-Added, districts that choose to use these measures are strongly encouraged to seek out training and guidance (TEA will provide guidance documents) on how best to use these two measures in a formative appraisal process so that the data has instructional value for educators as teachers seek to improve their practices. Pilot/Refinement Opportunities VAM Through the T-TESS pilot and refinement years (the 2014-2015 and 2015-2016 school years), districts have been piloting VAM, looking at the campus and teacher-level data for informational purposes. Although it is uncertain at this point whether TEA will be able to continue the VAM pilot in the 2016-2017 school year, districts that plan to use VAM in the 2017-2018 school year and beyond should plan on producing and funding that measure on their own.


SLOs TEA is piloting an SLO process during the 2015-2016 school year. An SLO refinement year will occur during the 2016-2017 school, where TEA will implement a refined SLO training and process based on feedback and lessons learned from current pilot districts. Any district that is considering or wants to experience SLOs prior to the 2017-2018 school year is encouraged to participate in the SLO refinement year during the 2016-2017 school year. Districts can participate in a limited capacity, with just a single campus or a few grades and subjects taking part in the SLO refinement year. This experience will better position districts to both determine whether or not SLOs are a measure of student growth they’d like to use and understand what district-wide implementation would entail heading into the 2017-2018 school year. Summary of Pros and Cons of the Student Growth Measures SLOs and Portfolios

Pros Cons More granular feedback about which instructional choices were effective and ineffective

Subjectivity and estimation throughout the process

Ratings based on a balance between teacher behaviors and student outcomes

Results not practicably comparable between campuses

Teacher-driven processes Requires more campus-level support to implement

District Pre- and Post-Tests and VAM

Pros Cons Less campus-level support required for implementation

Feedback less insightful at the instructional level

Results more objective, quantifiable, and comparable between campuses

Ratings based on assessment results (don’t include teacher behaviors)

Assessment-driven process

Connections between Student Learning Objectives (SLOs) and Dimensions of the Texas Teacher Evaluation and Support System (T-TESS) Rubric

Dimension Connection to SLOs SLO

Component Dimension in Chapter 149

PLANNING

1.1 Standards and Alignment The teacher designed clear, well-organized, sequential lessons that reflect best practice, align with standards and are appropriate for diverse learners.

Teachers demonstrate their content knowledge in selecting focus standards and in selecting an approach for delivering instructions of those standards.

Phase 1: Standards-aligned SLO Statement

1B

1.2 Data and Assessment The teacher uses formal and informal methods to measure student progress, then manages and analyzes student data to inform instruction.

Teachers learn to analyze data and use formative assessments to monitor each student’s growth and adjust plans for student instruction and growth.

Phase 1: Student Starting Level

5C

1.3 Knowledge of Students Through knowledge of students and proven practices, the teacher ensures high levels of learning, social-emotional development and achievement for all students.

Teachers consider students’ abilities and experiences and consult multiple data sources to determine the best instructional approach to address student needs.

Phase 1: Student Starting Level

2A

1.4 Activities The teacher plans engaging, flexible lessons that encourage higher-order thinking, persistence and achievement.

Teachers consider the character of the discipline and how students can apply it to new situations in planning the content and instructional activity.

Phase 1: Instructional Plan

3E

INSTRUCTION

2.1 Achieving Expectations The teacher supports all learners in their pursuit of high levels of academic and social-emotional success.

The instructional strategies analysis and selections made by the teacher in the SLO process helps teacher differentiate and elicit a good outcome for every student.

Phase 1: Instructional Plan

3D

2.2 Content Knowledge and Expertise The teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content and student needs.

The SLO planning process for teachers is grounded in the subject matter/discipline and content-specific pedagogy, including opportunity for deeper learning and college and career readiness.

Phase 1: Standard-aligned SLO Statement

3A

2.3 Communication The teacher clearly and accurately communicates to support persistence, deeper learning and effective effort.

Teachers share SLO expectations for their learning with students; teachers also communicate closely during learning experience to engage students in their learning.

Phase 2: Progress Check-ins

5B

2.4 Differentiation The teacher differentiates instruction, aligning methods and techniques to diverse student needs.

Teachers adjust their instruction based on student input and formative assessment throughout the entire SLO process.


1C

Dimension Connection to SLOs SLO

Component Dimension in Chapter 149

2.5 Monitor and Adjust The teacher formally and informally collects, analyzes and uses student progress data and makes needed lesson adjustments.

Teachers give consideration to all types of student assessment and feedback for use in developing and implementing and adjusting instruction.


1F

LEARNING ENVIRONMENT

3.1 Classroom Environment, Routines and Procedures The teacher organizes a safe, accessible and efficient classroom.

Teachers identify instructional strategies, selecting evidence-based activities and using all available resources to maximize learning.

Phase 2: Instruction

4B

3.2 Managing Student Behavior The teacher establishes, communicates and maintains clear expectations for student behavior.

Teachers manage student behavior in order to maximize the time spent learning the content.


4C

3.3 Classroom Culture The teacher leads a mutually respectful and collaborative class of actively engaged learners.

Teachers create an environment of respect and rapport to effectively convey the learning content and immerse students in the learning content.


4A

PROFESSIONAL PRACTICES AND RESPONSIBILITIES

4.1 Professional Demeanor and Ethics The teacher meets district expectations for attendance, professional appearance, decorum, procedural, ethical, legal and statutory responsibilities.

Teachers complete each phase of the SLO process with integrity and fidelity, meeting deadlines and providing all documentation as requested.

Entire SLO process

6D

4.2 Goal Setting The teacher reflects on his/her practice.

The process encourages teachers to plan instruction with deliberation and to set growth targets and monitor each student’s growth. Reflection is encouraged at all stages and is the basis of immediate changes and opportunity for professional learning.

Phase 2: Progress Check-ins; Phase 3: Reflection

6A

4.3 Professional Development The teacher enhances the professional community.

The SLO process flourishes in collaborative settings. Data, best practice, reflection, and new learning are the hallmarks of teacher work.


6B

4.4 School Community Involvement The teacher demonstrates leadership with students, colleagues, and community members in the school, district and community through effective communication and outreach.

SLO initiatives include teachers and community members from the beginning. From this experience, expand their learning circle and their sphere of influence.

Entire SLO process

6C

SLO Rating Rubric

Appraiser Comments:

Appraiser Signature: ___________________________________ Date: ____________________

Teacher Signature _____________________________________ Date: ____________________

The table below provides guidance for locating evidence to support evaluation of teachers’ effectiveness on the criteria included in the rubric.

Rubric Criteria Supporting evidence location

Quality of an SLO Review of the SLO using the SLO Quality Tool

Expectations for students Steps 4 and 5 on the template and the Student Growth Tracker

Students meeting targeted growth Completed Student Growth Tracker at the end of the SLO interval

Distinguished (5)

All or most of the following have been accomplished:

Teacher has crafted a high quality SLO (above level three on the Quality Tool)

Teacher has set student growth goals that reflect high expectations for students

Teacher has consistently monitored student progress, collected data, reflected on his or her pedagogy, and made successful adjustments to strategies, as needed

All or almost all students demonstrated targeted growth

Most students exceeded targeted growth

Accomplished (4)


Teacher has crafted a quality SLO (above level two on the Quality Tool)


Teacher has monitored student progress, collected data, reflected on his or her pedagogy, and made adjustments to strategies, as needed

Most students demonstrated targeted growth

Some students exceeded targeted growth

Proficient (3)


Teacher has crafted a quality SLO (above level two on the Quality Tool)


Teacher has monitored student progress, collected data, reflected on his or her pedagogy, and made some adjustments to strategies

Most students demonstrated targeted growth

Developing (2)


Teacher has crafted an adequate SLO (level two on the Quality Tool)

Teacher has set student growth goals that reflect adequate expectations for students

Teacher has attempted to monitor student progress, collect data, reflect on his or her pedagogy, and make some adjustments to strategies, although with limited success

Some students demonstrated targeted growth

Improvement Needed

(1)

Few or none of the following have been accomplished: Teacher has crafted an adequate SLO (level two on the Quality Tool)

Teacher has set student growth goals that reflect adequate expectations for students

Teacher has attempted to monitor student progress, collect data, reflect on his or her pedagogy, and make some adjustments to strategies, although with limited success

Some students demonstrated targeted growth

What is the focus for my

SLO?

Who are my students?

What are my expectations

for these students?

How will I guide these

students toward growth?

Are students progressing

toward targets?

Did students grow and what did I

learn from the process?

Decide general content area

for focus

Identify most important content in

course

Describe typical

students – Initial Skill

Profile

Select class or classes

Collect data about students

to identify current level of

learning

Map current students to ISP

Develop Targeted Skill

Profile to describe

expectations

Establish a target for each

student covered in SLO

Describe plan for

differentiation

Identify strategies to

monitor progress

Monitor progress

Adjust instruction to

meet the needs of students

Conference with appraiser

at the mid-point

Collect evidence of

student growth

Record student outcomes on

growth tracker

Review student progress/

consider areas to refine practice

Meet with appraiser to

discuss outcomes

Identify evidence

sources to determine

growth

Plan for conferencing

with colleagues

Review SLO plan with

appraiser for approval

Improved student learning and teacher

practice

Student Learning Objective Thinking Map

Meet with colleagues to

plan instruction

Find TEKS that align to selected content

Consult historical data

to narrow selection, if

needed

Before scho

ol begins W

eeks 3

-6 Wee

ks 6-9 W

ee

k 9 to near N

ear en

d end

of cou

rse of course

Review supplemental data for each

student covered in SLO

Before scho

ol begins W

eeks 1-3 W

eeks 3-6

Week 6 to near N

ear end en

d o

f course of co

urse

YEAR 1YEAR 2

Page 1

Connections between Student Learning Objectives and the Indicators of the Texas Principal

Evaluation and Support System (T-PESS) Rubric

Topic(s) Appraiser Actions T-PESS Rubric

Establishing Effective

Structures

Establishes thorough SLO structures which streamline SLO processes for teachers including explicit plans for all of the following:

Initial orientation and ongoing training Submissions Administrative reviews and conferences Modifications Approvals Completion and results analysis Communication and updates Progress monitoring Ongoing support

3c, 3d, 5a

Scheduling Strategically

Adjusts the master schedule: Considers SLO implications when revising the master schedule

5b

Alignment and Tone-

Setting

Collaborates with teachers to ensure that teachers’ SLOs reflect the following: Consistency with school and district priorities and goals Consistency with school vision, mission, and beliefs Consistency with campus improvement plan High expectations for teachers and students Clear descriptions of skill levels included in the Skill Profile

1a, 2d, 3c, 4a

Training of Staff

Trains staff in the state- and district-established SLO processes ensuring the following:

All affected teachers are trained District decisions are conveyed Tone is supportive Content delivered is accurate Understanding of participants is strong School-specific structures are communicated Expectations are set for high quality SLOs Communication is clear Support needs are assessed and addressed Questions are answered or directed to districts, ESC, or TEA as

appropriate

2a, 2b, 2c, 2d, 3c, 4d, 5c

Topic(s) Appraiser Actions T-PESS

Using Effective

Structures

The following is evident from SLO planning documents: Structures are appropriately flexible and adaptable Procedures to develop and seek approval of SLOs are clear

1d, 2a, 2b, 2c, 2d, 3a, 3c, 3d, 4b,

4d The following is evident for SLO development and submission:

Page 2

Provides clarity for due dates and location of resources Enforces due dates Plans time for teachers, peers and appraisers to develop their SLOs

The following is evident for review of and conferencing around SLO drafts: Responds in a timely manner Evaluates critical content Involves lead teachers and administrators with consistent reviews Provides appropriately informative responses Sets high expectations Holds conferences that are clear in format and purpose Maintains an atmosphere that supports teacher growth and

development Is transparent in reflection on SLO design Uses SLOs as entry points for improving practice

The following is evident for requests for SLO modifications: Process for making changes to SLOs is clear Process for resubmitting SLOs is clear Rationale for requesting changes is strong and clear

The following is evident for final SLO approvals: Approvals are timely Notification is clear when approved (who, when)

Teacher Goal-Setting

Ensures teachers are developing SLO elements and goals reflecting the following:

Attainability Consistency with district and school goals Data-informed rationale High expectations

1a, 1b, 1c, 1d, 2d, 4a,

5a

Building Capacity

Maximizes time and builds capacity through the following: Enlisting lead teachers/ administrators in SLO processing while

involving himself/herself as well Analyzing data for SLOs to determine teacher and student needs Providing professional development to assist in SLO preparation Organizing needed support for SLO development

1c, 2b, 2c

Promoting Systems Change

Promotes continuous improvement through the following: Using and encouraging empirical and perceptual data to inform

practice Contributing relevant suggestions at appropriate opportunities Requiring all teachers, regardless of effectiveness, to improve practice

1c, 3a, 3b, 3c, 3d


Building Capacity

Maximizes time and builds capacity through the following: Enlisting lead teachers/administrators in SLO monitoring Analyzing data to determine teacher and student needs Providing professional development support for teachers Organizing needed support for teachers

1c, 2b, 2c, 3a, 3b

Page 3


Promotes continuous improvement through the following: Providing building-level SLO feedback to district decision makers to

help refine the process 3a

Monitoring and Improving Instruction

Monitors and improves instruction by doing the following: Allocating resources strategically Ensuring that necessary formative data is readily available to

teachers in a usable format Assessing teachers and students formatively to ensure learning Asking questions about teacher and student progress Coaching teachers instructionally Reflecting on depth and breadth of instruction in relation to the

SLO learning content Enlisting community partners

1a, 1b, 1c, 1d, 4c

Communicating

Maintains ongoing communication about SLOs which includes the following:

Focus on student progress toward SLO goals Regular updates/meetings about SLO progress Transparent reflection on SLO progress High expectations for student performance Celebration of learning Probing for challenges to meet SLO goals Strategies to streamline efforts to assist in SLO completion

2a, 2b, 2d, 3c, 4a, 5a

Conferencing with Teachers

Holds both mid-year and ongoing conversations which include the following:

Focus on teacher’s pedagogical growth Clarity in format and purpose Fair and consistent judgment High expectations Safe climate Use of SLOs as entry points for improving practice

1b, 1c, 1d, 2a, 2b, 2d, 3c, 4a, 4d

Integrating SLO Efforts

Establishes SLO discussions seamlessly in the academic context during the following events:

Faculty meetings Department/team meetings Classroom observations School Improvement Team meetings

1b, 1d, 2b



and Building Capacity

Promotes effective change and capacity through the following: Contributes relevant suggestions at appropriate opportunities Collects and uses SLO outcome data to inform next year’s SLOs Reflects on impact of process for reform (including structures) Uses data to inform broader instructional decisions Incorporates SLO outcome data into changes in the School

Improvement Plan

1a, 1b, 1c, 1d, 2d, 3a, 3b, 5a, 5b

Page 4

Communicating

Conveys overall judgment of school implementation to supervisor and staff which reflects the following:

Forward-looking reflection Data-informed decisions Staff collaboration

2b, 2c, 3c, 3d, 4a,

5a, 5b, 5d

Communicating with Students and Families

Plans communication with families: Ensures families are aware of how students progressed on the

Targeted Skill Profile 3c, 4c

Conferencing with Teachers

Holds summative conversations with teachers which include SLO results which reflect the following:

Open dialogue about outcomes Fair evaluation of SLO goals Reflection modeling for learning about SLO outcomes Coaching for next SLO cycle

1a,1d, 2a, 2b, 2d,

3a, 3b, 3c, 4d

Ensuring Thorough and

Effective Completion

Ensures teachers complete the process as evidenced by the following: All teachers complete required SLO tasks Appraiser-Teacher conferencing has occurred Lead teachers/Administrators are involved in summative

conferences All needed data is collected by teacher, team, and the school

1c, 2b, 2c, 2d, 3a, 3b, 3d,

4a, 5a, 5d

For additional information contact:Sandra McConaughy

Center for Leadership Excellence, Director(956) 984-6262 [email protected]

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Documents

Measures of Student Growth - Region One ESC · 2019-04-01 · 1 TEA Student Growth Overview — January 2016. Measures of Student Growth. Overview . Beginning in the 2017-2018 school